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2026 Volume 41 Issue 6
2026, 41(6): 1-4
doi: 10.12461/PKU.DXHX202605043
Abstract:
One of the distinctive features of the core textbook General Chemistry in the Chemistry “101 Plan” is the integration of a series of teaching cases closely related to the content of each chapter. These cases not only serve as an important bridge connecting the abstract principles of the textbook with the actual cognition of students, but also as a key carrier for cultivating scientific thinking and literacy of students. This article discusses the positioning of teaching cases in the core curriculum textbook system, and explores the design and writing ideas of the cases through a brief introduction to Case 1.1 “From Qualitative to Quantitative: Taking Dipole Moment and Polarizability as Examples”, which is to be included in the next edition of the textbook, providing a reference for writing cases in textbooks.
One of the distinctive features of the core textbook General Chemistry in the Chemistry “101 Plan” is the integration of a series of teaching cases closely related to the content of each chapter. These cases not only serve as an important bridge connecting the abstract principles of the textbook with the actual cognition of students, but also as a key carrier for cultivating scientific thinking and literacy of students. This article discusses the positioning of teaching cases in the core curriculum textbook system, and explores the design and writing ideas of the cases through a brief introduction to Case 1.1 “From Qualitative to Quantitative: Taking Dipole Moment and Polarizability as Examples”, which is to be included in the next edition of the textbook, providing a reference for writing cases in textbooks.
2026, 41(6): 5-12
doi: 10.12461/PKU.DXHX202512009
Abstract:
Inorganic synthetic chemistry is a core module of the inorganic chemistry course under the Chemistry “101 Plan”, undertaking the key mission of cultivating students’ innovative thinking and knowledge application ability. To address key challenges in current teaching such as difficult understanding of abstract concepts, disconnection between theory and practice, and weak cultivation of scientific research thinking, this paper proposes a teaching method of “case-driven, multi-dimensional integration, and ability progression” based on the top-tier talent cultivation concept of the Chemistry “101 Plan”. It adopts five approaches: concrete anchoring of abstract principles, introduction through life scenarios, story-telling of classic cases, discussion-based inquiry, and connecting cutting-edge trends with interdisciplinary cases. Through these approaches, classic and frontier scientific research achievements are deeply integrated with basic teaching content. Practice shows that this teaching mode effectively reduces the threshold of knowledge understanding, stimulates students’ learning interest, and significantly improves their knowledge application ability and scientific research thinking literacy, providing a replicable and promotable practical paradigm for the teaching reform of inorganic synthetic chemistry under the Chemistry “101 Plan”.
Inorganic synthetic chemistry is a core module of the inorganic chemistry course under the Chemistry “101 Plan”, undertaking the key mission of cultivating students’ innovative thinking and knowledge application ability. To address key challenges in current teaching such as difficult understanding of abstract concepts, disconnection between theory and practice, and weak cultivation of scientific research thinking, this paper proposes a teaching method of “case-driven, multi-dimensional integration, and ability progression” based on the top-tier talent cultivation concept of the Chemistry “101 Plan”. It adopts five approaches: concrete anchoring of abstract principles, introduction through life scenarios, story-telling of classic cases, discussion-based inquiry, and connecting cutting-edge trends with interdisciplinary cases. Through these approaches, classic and frontier scientific research achievements are deeply integrated with basic teaching content. Practice shows that this teaching mode effectively reduces the threshold of knowledge understanding, stimulates students’ learning interest, and significantly improves their knowledge application ability and scientific research thinking literacy, providing a replicable and promotable practical paradigm for the teaching reform of inorganic synthetic chemistry under the Chemistry “101 Plan”.
2026, 41(6): 13-17
doi: 10.12461/PKU.DXHX202510027
Abstract:
Inorganic chemistry is one of the core courses in the Chemistry “101 Plan”, and the elemental chemistry is an important part of it. To meet the requirements of talent cultivation in the new era, the course group compiled the textbook Inorganic Chemistry, which covers traditional inorganic basic knowledge and frontier developments. This paper introduces the teaching focus and methods of s-block elements based on this textbook, providing a reference for universities’ chemical majors in organizing element teaching.
Inorganic chemistry is one of the core courses in the Chemistry “101 Plan”, and the elemental chemistry is an important part of it. To meet the requirements of talent cultivation in the new era, the course group compiled the textbook Inorganic Chemistry, which covers traditional inorganic basic knowledge and frontier developments. This paper introduces the teaching focus and methods of s-block elements based on this textbook, providing a reference for universities’ chemical majors in organizing element teaching.
2026, 41(6): 18-23
doi: 10.12461/PKU.DXHX202605042
Abstract:
This article is a case of the General Chemistry textbook in the Chemistry “101 Plan”, titled “From Qualitative to Quantitative: Taking Dipole Moment and Polarizability as Examples”. This teaching case uses two very important and interrelated concepts in chemistry: dipole moment, a measure of molecular polarity, and polarizability, a measure of the degree of electron cloud distortion, as examples to illustrate how chemical research has evolved from qualitative to quantitative approaches, thereby guiding students to develop quantitative thinking. The establishment of quantitative models helps to understand the underlying mechanisms of phenomena, and quantitative research methods have promoted the standardization process of research and the development of repeatable scientific norms.
This article is a case of the General Chemistry textbook in the Chemistry “101 Plan”, titled “From Qualitative to Quantitative: Taking Dipole Moment and Polarizability as Examples”. This teaching case uses two very important and interrelated concepts in chemistry: dipole moment, a measure of molecular polarity, and polarizability, a measure of the degree of electron cloud distortion, as examples to illustrate how chemical research has evolved from qualitative to quantitative approaches, thereby guiding students to develop quantitative thinking. The establishment of quantitative models helps to understand the underlying mechanisms of phenomena, and quantitative research methods have promoted the standardization process of research and the development of repeatable scientific norms.
2026, 41(6): 24-29
doi: 10.12461/PKU.DXHX202512016
Abstract:
This teaching case systematically examines the structure-property relationship of Nd2Fe14B by elucidating the interplay between its chemical composition, electronic structure, and outstanding magnetic performance. It deeply integrates fundamental principles such as atomic structure and chemical bonding with macroscopic material properties, thereby facilitating a pedagogical shift from descriptive chemistry toward a principle- and function-oriented instructional paradigm. Concurrently, the case incorporates the real-life story of Academician Wang Zhenxi and his team—their perseverance in overcoming key technological challenges and their dedication to serving national strategic industries—as the central narrative for curriculum-based ideological and political education. This approach naturally integrates educational elements such as national pride, confidence in innovation, and the spirit of scientific inquiry. The teaching design has proven effective in stimulating students’ interest, fostering higher-order thinking and a systems perspective, and provides a valuable reference for cultivating top-tier innovative talents in chemistry. Ultimately, it achieves an organic unity of knowledge impartation, capability development, and value cultivation.
This teaching case systematically examines the structure-property relationship of Nd2Fe14B by elucidating the interplay between its chemical composition, electronic structure, and outstanding magnetic performance. It deeply integrates fundamental principles such as atomic structure and chemical bonding with macroscopic material properties, thereby facilitating a pedagogical shift from descriptive chemistry toward a principle- and function-oriented instructional paradigm. Concurrently, the case incorporates the real-life story of Academician Wang Zhenxi and his team—their perseverance in overcoming key technological challenges and their dedication to serving national strategic industries—as the central narrative for curriculum-based ideological and political education. This approach naturally integrates educational elements such as national pride, confidence in innovation, and the spirit of scientific inquiry. The teaching design has proven effective in stimulating students’ interest, fostering higher-order thinking and a systems perspective, and provides a valuable reference for cultivating top-tier innovative talents in chemistry. Ultimately, it achieves an organic unity of knowledge impartation, capability development, and value cultivation.
2026, 41(6): 30-34
doi: 10.12461/PKU.DXHX202510023
Abstract:
Guided by the talent development mission of the Chemistry “101 Plan”, the teaching of metal-oxygen clusters focuses on the core goals of solidifying foundational knowledge and leading students toward frontier research. We accurately anchor the three major teaching difficulties and design targeted teaching strategies. Adopting case-based teaching as the carrier and with the assistance of the four-stage progressive teaching method, this approach focuses on training students to analyze the relationship between structures and properties, while consolidating their fundamental theoretical knowledge, and it guides them to concentrate on frontier research and expand their academic horizons.
Guided by the talent development mission of the Chemistry “101 Plan”, the teaching of metal-oxygen clusters focuses on the core goals of solidifying foundational knowledge and leading students toward frontier research. We accurately anchor the three major teaching difficulties and design targeted teaching strategies. Adopting case-based teaching as the carrier and with the assistance of the four-stage progressive teaching method, this approach focuses on training students to analyze the relationship between structures and properties, while consolidating their fundamental theoretical knowledge, and it guides them to concentrate on frontier research and expand their academic horizons.
2026, 41(6): 35-39
doi: 10.12461/PKU.DXHX202509074
Abstract:
Basic chemistry is a core course for cultivating top-tier talent in science and engineering. However, textbook content often lags behind disciplinary advances, limiting its ability to foster scientific thinking, innovation capability, and interdisciplinary perspective. To address this issue, Beihang University has developed a four-dimensional teaching framework encompassing “fundamental theory-technical approaches-problem inquiry-disciplinary applications” within the context of the“101 Plan” and elite talent training system. This framework forms a teaching model that integrates “classics with frontiers” and “theory with case studies”. Following the developmental logic of chemical knowledge, the course incorporates representative cases such as the “evolution of hydrogen bond structures”, guiding students from mastering fundamentals toward exploring scientific frontiers and practical applications. Teaching practice shows that this model effectively enhances students’ classroom engagement and research motivation, strengthens their critical and innovative thinking, and provides valuable insights for reforming undergraduate chemistry education and cultivating innovative talents in science and engineering.
Basic chemistry is a core course for cultivating top-tier talent in science and engineering. However, textbook content often lags behind disciplinary advances, limiting its ability to foster scientific thinking, innovation capability, and interdisciplinary perspective. To address this issue, Beihang University has developed a four-dimensional teaching framework encompassing “fundamental theory-technical approaches-problem inquiry-disciplinary applications” within the context of the“101 Plan” and elite talent training system. This framework forms a teaching model that integrates “classics with frontiers” and “theory with case studies”. Following the developmental logic of chemical knowledge, the course incorporates representative cases such as the “evolution of hydrogen bond structures”, guiding students from mastering fundamentals toward exploring scientific frontiers and practical applications. Teaching practice shows that this model effectively enhances students’ classroom engagement and research motivation, strengthens their critical and innovative thinking, and provides valuable insights for reforming undergraduate chemistry education and cultivating innovative talents in science and engineering.
2026, 41(6): 40-47
doi: 10.12461/PKU.DXHX202507083
Abstract:
In response to the demands of emerging engineering education and the “101 Plan”, this study addresses the challenges of knowledge fragmentation and application disconnection in elemental chemistry instruction. Using chromium and its compounds as a case study, we implemented pedagogical reforms grounded in OBE principles. Through knowledge mapping for learning diagnostics and content restructuring, we incorporated engineering ethics and science-technology-for-national-strength elements. The innovative BPOPPS teaching model was developed with a “valence-state-property-application” framework and an underlying “environment-versus-technology” dialectical approach, guiding students to construct a “pH-electrode potential-species” model. Teaching practice demonstrated significant outcomes: a 25% improvement in core knowledge mastery, 100% completion rate for group project designs, and 90% of students developing ethical awareness regarding trivalent chromium substitution processes. This approach effectively enhanced higher-order thinking and knowledge-application integration, offering a replicable paradigm for elemental chemistry instruction.
In response to the demands of emerging engineering education and the “101 Plan”, this study addresses the challenges of knowledge fragmentation and application disconnection in elemental chemistry instruction. Using chromium and its compounds as a case study, we implemented pedagogical reforms grounded in OBE principles. Through knowledge mapping for learning diagnostics and content restructuring, we incorporated engineering ethics and science-technology-for-national-strength elements. The innovative BPOPPS teaching model was developed with a “valence-state-property-application” framework and an underlying “environment-versus-technology” dialectical approach, guiding students to construct a “pH-electrode potential-species” model. Teaching practice demonstrated significant outcomes: a 25% improvement in core knowledge mastery, 100% completion rate for group project designs, and 90% of students developing ethical awareness regarding trivalent chromium substitution processes. This approach effectively enhanced higher-order thinking and knowledge-application integration, offering a replicable paradigm for elemental chemistry instruction.
2026, 41(6): 48-52
doi: 10.12461/PKU.DXHX202511060
Abstract:
This article presents a 45-minute instructional design as a teaching-plan-example within the “101 Plan” organic chemistry curriculum, specifically focusing on named reactions in amine synthesis. The selected reactions, including Gabriel synthesis, Staudinger reaction, and Hofmann rearrangement, are systematically taught through the implementation of the BOPPPS teaching model. Through guided case studies of these representative reactions, students are expected to achieve deep mechanistic understanding and develop strategic thinking in synthetic design, thereby enhancing their ability to apply theoretical knowledge to practical scenarios and facilitating knowledge transfer and integration. Furthermore, this instructional approach cultivates a research-oriented mindset among students, characterized by a systematic problem-solving process: identifying problems, designing solutions, and implementing strategies. By integrating contemporary research findings into the curriculum, it also fosters a sustainable development perspective and stimulates innovative thinking in organic chemistry.
This article presents a 45-minute instructional design as a teaching-plan-example within the “101 Plan” organic chemistry curriculum, specifically focusing on named reactions in amine synthesis. The selected reactions, including Gabriel synthesis, Staudinger reaction, and Hofmann rearrangement, are systematically taught through the implementation of the BOPPPS teaching model. Through guided case studies of these representative reactions, students are expected to achieve deep mechanistic understanding and develop strategic thinking in synthetic design, thereby enhancing their ability to apply theoretical knowledge to practical scenarios and facilitating knowledge transfer and integration. Furthermore, this instructional approach cultivates a research-oriented mindset among students, characterized by a systematic problem-solving process: identifying problems, designing solutions, and implementing strategies. By integrating contemporary research findings into the curriculum, it also fosters a sustainable development perspective and stimulates innovative thinking in organic chemistry.
2026, 41(6): 53-59
doi: 10.12461/PKU.DXHX202506066
Abstract:
Aligned with the talent development objectives of the Chemistry “101 Plan”, this study employs carbene intermediates as a conceptual bridge to incorporate advanced single-atom skeletal editing research into organic chemistry pedagogy. Through a three-phase instructional model encompassing “theoretical fundamentals, literature analysis, and innovative design”, students are guided to apply foundational carbene chemistry principles to examine the mechanisms of single-atom skeletal editing in indole molecules. This teaching paradigm demonstrates a replicable approach for integrating core knowledge with frontier research, contributing to the ongoing reform of organic chemistry curricula.
Aligned with the talent development objectives of the Chemistry “101 Plan”, this study employs carbene intermediates as a conceptual bridge to incorporate advanced single-atom skeletal editing research into organic chemistry pedagogy. Through a three-phase instructional model encompassing “theoretical fundamentals, literature analysis, and innovative design”, students are guided to apply foundational carbene chemistry principles to examine the mechanisms of single-atom skeletal editing in indole molecules. This teaching paradigm demonstrates a replicable approach for integrating core knowledge with frontier research, contributing to the ongoing reform of organic chemistry curricula.
2026, 41(6): 60-63
doi: 10.12461/PKU.DXHX202509131
Abstract:
The scope of organometallic chemistry is broad and diverse, which makes it challenging to select appropriate content within the limited class hours to teach the students of the top-notch program in chemistry. This paper advocates a “less is more” approach, guided by the principles of fundamentality, connectivity, and representativeness. We recommend focusing on the structural features of metal complexes, the elementary steps, and five representative transition-metal-catalyzed reactions. Such a design will help students build essential knowledge, develop transferable problem-solving skills, and lay a foundation for advanced learning and research training.
The scope of organometallic chemistry is broad and diverse, which makes it challenging to select appropriate content within the limited class hours to teach the students of the top-notch program in chemistry. This paper advocates a “less is more” approach, guided by the principles of fundamentality, connectivity, and representativeness. We recommend focusing on the structural features of metal complexes, the elementary steps, and five representative transition-metal-catalyzed reactions. Such a design will help students build essential knowledge, develop transferable problem-solving skills, and lay a foundation for advanced learning and research training.
2026, 41(6): 64-71
doi: 10.12461/PKU.DXHX202508048
Abstract:
Traditional genetics, based on the central dogma, has established the fundamental framework of protein function. However, numerous complex regulatory processes in living systems cannot be fully explained by genetic sequences alone, as the central dogma has limitations in elucidating their underlying mechanisms. Chemical biology provides a transformative research paradigm by employing small molecules to directly interact with and modulate biomacromolecules, thereby decoding intricate life processes. Using Chapter 14 (“Chemical Regulation of Life Processes”) from the “101 Plan” Chemical Biology textbook as an example, this study proposes an instructional framework structured along a spatial hierarchy from the extracellular to intracellular level (“cell membrane → cytoplasm → nucleus”). Through representative case studies, the framework systematically demonstrates how chemical biology deciphers complex biological processes following the logical progression of “phenomenon → mechanism → translation”. Case analyses and extended discussions enable students to not only consolidate core knowledge but also develop chemical biology thinking that spans target identification, mechanistic investigation, functional modulation, and therapeutic intervention.
Traditional genetics, based on the central dogma, has established the fundamental framework of protein function. However, numerous complex regulatory processes in living systems cannot be fully explained by genetic sequences alone, as the central dogma has limitations in elucidating their underlying mechanisms. Chemical biology provides a transformative research paradigm by employing small molecules to directly interact with and modulate biomacromolecules, thereby decoding intricate life processes. Using Chapter 14 (“Chemical Regulation of Life Processes”) from the “101 Plan” Chemical Biology textbook as an example, this study proposes an instructional framework structured along a spatial hierarchy from the extracellular to intracellular level (“cell membrane → cytoplasm → nucleus”). Through representative case studies, the framework systematically demonstrates how chemical biology deciphers complex biological processes following the logical progression of “phenomenon → mechanism → translation”. Case analyses and extended discussions enable students to not only consolidate core knowledge but also develop chemical biology thinking that spans target identification, mechanistic investigation, functional modulation, and therapeutic intervention.
2026, 41(6): 72-78
doi: 10.12461/PKU.DXHX202508064
Abstract:
In response to the requirements of the Ministry of Education’s “101 Plan” for cultivating top-tier talents in chemistry, this study focuses on the deep integration of organic chemistry and biology, exploring innovative practices in curriculum teaching. We propose incorporating interdisciplinary knowledge merging chemistry and biology into the basic organic chemistry course. By introducing prebiotic chemical reactions, general acid-base catalysis, redox reactions in bioorganic systems, as well as biomimetic and artificial enzyme catalysis from the perspectives of organic reaction mechanisms and molecular principles, this approach elucidates the dialectical unity between enzymatic mechanisms and synthetic chemistry principles. The curriculum design integrating chemical-biological knowledge not only enhances students’ understanding of the essence of organic reactions but also cultivates interdisciplinary thinking and innovative abilities, providing a reference for reforming chemistry education in the new era.
In response to the requirements of the Ministry of Education’s “101 Plan” for cultivating top-tier talents in chemistry, this study focuses on the deep integration of organic chemistry and biology, exploring innovative practices in curriculum teaching. We propose incorporating interdisciplinary knowledge merging chemistry and biology into the basic organic chemistry course. By introducing prebiotic chemical reactions, general acid-base catalysis, redox reactions in bioorganic systems, as well as biomimetic and artificial enzyme catalysis from the perspectives of organic reaction mechanisms and molecular principles, this approach elucidates the dialectical unity between enzymatic mechanisms and synthetic chemistry principles. The curriculum design integrating chemical-biological knowledge not only enhances students’ understanding of the essence of organic reactions but also cultivates interdisciplinary thinking and innovative abilities, providing a reference for reforming chemistry education in the new era.
2026, 41(6): 79-83
doi: 10.12461/PKU.DXHX202511198
Abstract:
From the perspective of chemometrics, this study employs the titration of HCl with NaOH as an example to integrate three teaching modules: plotting titration curves, selecting indicators, and calculating endpoint errors. The designed problem-driven teaching approach follows this sequence: first posing the question of endpoint determination after curve plotting, then examining measurement accuracy concepts and indicator selection principles, and finally computing endpoint errors for different indicators based on proton conservation principles. This methodology aids students in constructing an accuracy-centered analytical chemistry framework while enhancing scientific reasoning skills. Additionally, it serves as a foundational template for instructors to adapt to other titration analysis teaching scenarios.
From the perspective of chemometrics, this study employs the titration of HCl with NaOH as an example to integrate three teaching modules: plotting titration curves, selecting indicators, and calculating endpoint errors. The designed problem-driven teaching approach follows this sequence: first posing the question of endpoint determination after curve plotting, then examining measurement accuracy concepts and indicator selection principles, and finally computing endpoint errors for different indicators based on proton conservation principles. This methodology aids students in constructing an accuracy-centered analytical chemistry framework while enhancing scientific reasoning skills. Additionally, it serves as a foundational template for instructors to adapt to other titration analysis teaching scenarios.
2026, 41(6): 84-91
doi: 10.12461/PKU.DXHX202510004
Abstract:
Coordination titration, an analytical method based on coordination reactions, holds broad applications and significant importance in analytical chemistry. This paper addresses key teaching challenges such as the quantitative calculation of side reactions and the practical application of titration methods through a redesigned course structure. The instructional content has been systematically restructured and delivered using graphic teaching method to enhance visualization and explanation. Furthermore, problem-based learning (PBL) was integrated to implement “+Problem” teaching activities. Teaching practice in a “Top-Talent Class” demonstrated that this approach yields positive educational outcomes.
Coordination titration, an analytical method based on coordination reactions, holds broad applications and significant importance in analytical chemistry. This paper addresses key teaching challenges such as the quantitative calculation of side reactions and the practical application of titration methods through a redesigned course structure. The instructional content has been systematically restructured and delivered using graphic teaching method to enhance visualization and explanation. Furthermore, problem-based learning (PBL) was integrated to implement “+Problem” teaching activities. Teaching practice in a “Top-Talent Class” demonstrated that this approach yields positive educational outcomes.
2026, 41(6): 92-99
doi: 10.12461/PKU.DXHX202511181
Abstract:
The molar heat capacity of ideal gas can be quantitatively calculated using quantum statistical thermodynamics. However, due to difficulty on determining degrees of freedom in liquid state, there is currently no method for directly computing the molar heat capacity of liquids. We noticed that the phase transition from gas to liquid has a limited effect on intramolecular vibrations, but converting the free translational and rotational degrees of freedom of gas molecules into quasi-vibrational degrees of freedom with very low frequency. Therefore, the molar heat capacity of a liquid can be quantitatively correlated with the molar heat capacity of the corresponding gas, calculated on the basis of evolution of quantum degrees of freedom.
The molar heat capacity of ideal gas can be quantitatively calculated using quantum statistical thermodynamics. However, due to difficulty on determining degrees of freedom in liquid state, there is currently no method for directly computing the molar heat capacity of liquids. We noticed that the phase transition from gas to liquid has a limited effect on intramolecular vibrations, but converting the free translational and rotational degrees of freedom of gas molecules into quasi-vibrational degrees of freedom with very low frequency. Therefore, the molar heat capacity of a liquid can be quantitatively correlated with the molar heat capacity of the corresponding gas, calculated on the basis of evolution of quantum degrees of freedom.
2026, 41(6): 100-107
doi: 10.12461/PKU.DXHX202511184
Abstract:
This study addresses the pedagogical challenges encountered in teaching chemical thermodynamics and kinetics within general chemistry courses, where students frequently face difficulties in comprehending theoretical concepts and applying them practically. We developed an innovative problem-based learning model that systematically integrates three interconnected dimensions: scenario line, knowledge line, and problem line. Using “Carbon Neutrality and CO2 Conversion Technologies for Emission Reduction” as an overarching theme, we decomposed this complex real-world challenge into a series of logically connected sub-problems. Through authentic contextual cases, progressively structured problem chains, and guided theoretical instruction, students actively engage with fundamental concepts including Gibbs free energy change, chemical equilibrium, reaction rate theory, and catalysis. This approach enables students to methodically evaluate both the thermodynamic feasibility and kinetic viability of CO2 conversion reactions. Through this process, students autonomously build a comprehensive knowledge framework and solve complex engineering problems while simultaneously fostering innovative thinking and social responsibility.
This study addresses the pedagogical challenges encountered in teaching chemical thermodynamics and kinetics within general chemistry courses, where students frequently face difficulties in comprehending theoretical concepts and applying them practically. We developed an innovative problem-based learning model that systematically integrates three interconnected dimensions: scenario line, knowledge line, and problem line. Using “Carbon Neutrality and CO2 Conversion Technologies for Emission Reduction” as an overarching theme, we decomposed this complex real-world challenge into a series of logically connected sub-problems. Through authentic contextual cases, progressively structured problem chains, and guided theoretical instruction, students actively engage with fundamental concepts including Gibbs free energy change, chemical equilibrium, reaction rate theory, and catalysis. This approach enables students to methodically evaluate both the thermodynamic feasibility and kinetic viability of CO2 conversion reactions. Through this process, students autonomously build a comprehensive knowledge framework and solve complex engineering problems while simultaneously fostering innovative thinking and social responsibility.
2026, 41(6): 108-117
doi: 10.12461/PKU.DXHX202511208
Abstract:
To address the key challenges in traditional interdisciplinary training for chemistry undergraduates—such as disjointed knowledge integration, theory-practice disconnects, and insufficient innovation translation—the School of Chemistry and Life Sciences at Nanjing University of Posts and Telecommunications has developed a closed-loop cultivation model based on the core curriculum framework of the Chemistry “101 Plan”. Through systematic integration of “basic course optimization + interdisciplinary module embedding”, this model fully meets the core requirements of the Chemistry “101 Plan” in three aspects: core course optimization, research-driven teaching enhancement, and elite talent cultivation. Leveraging a diversified curriculum system, precision-based mentoring, and comprehensive industry-education integration, the model facilitates a natural progression through “knowledge acquisition, practical innovation, and teaching iteration” to strengthen students’ multidimensional innovative capabilities. Implementation results demonstrate significant outcomes: substantial increases in undergraduate research participation rates, exceptional academic outputs and competition achievements, pronounced teaching feedback effects, and marked improvements in graduate career readiness. This model provides a replicable interdisciplinary education paradigm for regional universities to implement the Chemistry “101 Plan” while leveraging their distinctive strengths.
To address the key challenges in traditional interdisciplinary training for chemistry undergraduates—such as disjointed knowledge integration, theory-practice disconnects, and insufficient innovation translation—the School of Chemistry and Life Sciences at Nanjing University of Posts and Telecommunications has developed a closed-loop cultivation model based on the core curriculum framework of the Chemistry “101 Plan”. Through systematic integration of “basic course optimization + interdisciplinary module embedding”, this model fully meets the core requirements of the Chemistry “101 Plan” in three aspects: core course optimization, research-driven teaching enhancement, and elite talent cultivation. Leveraging a diversified curriculum system, precision-based mentoring, and comprehensive industry-education integration, the model facilitates a natural progression through “knowledge acquisition, practical innovation, and teaching iteration” to strengthen students’ multidimensional innovative capabilities. Implementation results demonstrate significant outcomes: substantial increases in undergraduate research participation rates, exceptional academic outputs and competition achievements, pronounced teaching feedback effects, and marked improvements in graduate career readiness. This model provides a replicable interdisciplinary education paradigm for regional universities to implement the Chemistry “101 Plan” while leveraging their distinctive strengths.
2026, 41(6): 118-124
doi: 10.12461/PKU.DXHX202512003
Abstract:
Synthetic chemistry experiment is one of the 12 core courses of the Chemistry“101 Plan” of the Ministry of Education. It is an innovative laboratory course covering the synthesis and characterization of organic, inorganic, polymeric, supramolecular substances and new materials. The construction of a core faculty team compatible with the course is an important task. This paper introduces the improvement during the construction of the synthetic chemistry laboratory course including the establishment of mechanisms, classroom observation practices, and feedback and communications. It aims to promote the exchange and mutual learning of teaching practices among instructors and to enhance the teaching quality of synthetic chemistry laboratory course.
Synthetic chemistry experiment is one of the 12 core courses of the Chemistry“101 Plan” of the Ministry of Education. It is an innovative laboratory course covering the synthesis and characterization of organic, inorganic, polymeric, supramolecular substances and new materials. The construction of a core faculty team compatible with the course is an important task. This paper introduces the improvement during the construction of the synthetic chemistry laboratory course including the establishment of mechanisms, classroom observation practices, and feedback and communications. It aims to promote the exchange and mutual learning of teaching practices among instructors and to enhance the teaching quality of synthetic chemistry laboratory course.
2026, 41(6): 125-135
doi: 10.12461/PKU.DXHX202506043
Abstract:
Based on research and teaching outcomes, we developed an experiment for preparing carbon-supported platinum nano-catalysts via liquid-phase chemical reduction, followed by experiments to characterize their structure and evaluate their electrocatalytic performance in methanol oxidation. This case has been selected as a representative teaching example for the synthetic chemistry laboratory course under the “101 Plan”. Following expert review and revision, it has been included in the textbook Synthetic Chemistry Experiment and will be published by Higher Education Press. This integrated “synthesis-characterization-testing” experimental workflow helps cultivate students’ practical skills and scientific research competence.
Based on research and teaching outcomes, we developed an experiment for preparing carbon-supported platinum nano-catalysts via liquid-phase chemical reduction, followed by experiments to characterize their structure and evaluate their electrocatalytic performance in methanol oxidation. This case has been selected as a representative teaching example for the synthetic chemistry laboratory course under the “101 Plan”. Following expert review and revision, it has been included in the textbook Synthetic Chemistry Experiment and will be published by Higher Education Press. This integrated “synthesis-characterization-testing” experimental workflow helps cultivate students’ practical skills and scientific research competence.
2026, 41(6): 136-144
doi: 10.12461/PKU.DXHX202510101
Abstract:
The “Sonogashira Coupling Reaction in Ionic Liquid” experiment has been incorporated into the recently published “Synthetic Chemistry Experiments” textbook as part of the Chemistry “101 Plan” series, specifically within Chapter 4.4 on metal-catalyzed coupling reactions. This experiment employs Pd(PPh3)2Cl2 as the catalyst and commercially available 1-butyl-3-methylimidazolium hexafluorophosphate ionic liquid as the solvent to achieve copper-free cross-coupling between 4-iodotoluene and phenylacetylene, yielding the internal alkyne product with excellent efficiency. The experimental procedure encompasses several fundamental techniques: setup of the basic nitrogen-protected reaction apparatus, precise reagent addition using microliter syringes, reaction monitoring via thin-layer chromatography, product isolation through column chromatography, and rotary evaporation operations. Furthermore, students are required to perform comprehensive reaction analysis by calculating atom economy, reaction mass efficiency, material recovery parameter, and inverse stoichiometric factor based on the obtained yield, with subsequent visualization of these metrics in a pentagonal radar plot. This article supplements the experimental protocol with essential background information, detailed analysis of critical experimental considerations, practical implementation suggestions, and reference solutions for data analysis and discussion questions.
The “Sonogashira Coupling Reaction in Ionic Liquid” experiment has been incorporated into the recently published “Synthetic Chemistry Experiments” textbook as part of the Chemistry “101 Plan” series, specifically within Chapter 4.4 on metal-catalyzed coupling reactions. This experiment employs Pd(PPh3)2Cl2 as the catalyst and commercially available 1-butyl-3-methylimidazolium hexafluorophosphate ionic liquid as the solvent to achieve copper-free cross-coupling between 4-iodotoluene and phenylacetylene, yielding the internal alkyne product with excellent efficiency. The experimental procedure encompasses several fundamental techniques: setup of the basic nitrogen-protected reaction apparatus, precise reagent addition using microliter syringes, reaction monitoring via thin-layer chromatography, product isolation through column chromatography, and rotary evaporation operations. Furthermore, students are required to perform comprehensive reaction analysis by calculating atom economy, reaction mass efficiency, material recovery parameter, and inverse stoichiometric factor based on the obtained yield, with subsequent visualization of these metrics in a pentagonal radar plot. This article supplements the experimental protocol with essential background information, detailed analysis of critical experimental considerations, practical implementation suggestions, and reference solutions for data analysis and discussion questions.
2026, 41(6): 145-151
doi: 10.12461/PKU.DXHX202511028
Abstract:
Based on the construction objectives of the synthetic chemistry laboratory course under the Chemistry “101 Plan”, a comprehensive experiment centered on electrochemical synthesis methods, namely the preparation and identification of potassium persulfate, was designed and implemented. The experiment involves preparing the target product through low-temperature electrolysis of a saturated potassium bisulfate solution. It integrates chemical titration and X-ray diffraction (XRD) techniques to form a complete “synthesis-analysis-characterization” workflow. This design enables students to master fundamental principles and practical skills in electrochemical synthesis while understanding the integration of multidisciplinary knowledge, including inorganic synthesis and instrumental analysis. Through calculating current efficiency and analyzing product purity and crystallinity, the experiment effectively cultivates students’ abilities in data processing and critical thinking. This practice-oriented project aligns with the objectives of “101 Plan”, providing strong support for developing high-quality talents with innovation capabilities and scientific research proficiency.
Based on the construction objectives of the synthetic chemistry laboratory course under the Chemistry “101 Plan”, a comprehensive experiment centered on electrochemical synthesis methods, namely the preparation and identification of potassium persulfate, was designed and implemented. The experiment involves preparing the target product through low-temperature electrolysis of a saturated potassium bisulfate solution. It integrates chemical titration and X-ray diffraction (XRD) techniques to form a complete “synthesis-analysis-characterization” workflow. This design enables students to master fundamental principles and practical skills in electrochemical synthesis while understanding the integration of multidisciplinary knowledge, including inorganic synthesis and instrumental analysis. Through calculating current efficiency and analyzing product purity and crystallinity, the experiment effectively cultivates students’ abilities in data processing and critical thinking. This practice-oriented project aligns with the objectives of “101 Plan”, providing strong support for developing high-quality talents with innovation capabilities and scientific research proficiency.
2026, 41(6): 152-159
doi: 10.12461/PKU.DXHX202511100
Abstract:
The “L-proline-catalyzed asymmetric Aldol condensation reaction” experiment constitutes a key component of the chiral synthesis module within the Synthetic Chemistry Laboratory Course of the Chemistry “101 Plan”, specifically designed to demonstrate principles of asymmetric catalytic synthesis. This experiment introduces the cutting-edge research area of organocatalytic asymmetric synthesis into undergraduate laboratory education, drawing inspiration from a work reported in 2000 by Benjamin List, who was awarded the 2021 Nobel Prize in Chemistry. This article comprehensively details the experimental design and implementation process. Through carefully structured pedagogy, the experiment enables students to master fundamental knowledge and techniques while fostering an understanding of scientific discovery processes, cultivating investigative skills and innovative thinking, stimulating research interests, and ultimately enhancing the quality of foundational chemistry education.
The “L-proline-catalyzed asymmetric Aldol condensation reaction” experiment constitutes a key component of the chiral synthesis module within the Synthetic Chemistry Laboratory Course of the Chemistry “101 Plan”, specifically designed to demonstrate principles of asymmetric catalytic synthesis. This experiment introduces the cutting-edge research area of organocatalytic asymmetric synthesis into undergraduate laboratory education, drawing inspiration from a work reported in 2000 by Benjamin List, who was awarded the 2021 Nobel Prize in Chemistry. This article comprehensively details the experimental design and implementation process. Through carefully structured pedagogy, the experiment enables students to master fundamental knowledge and techniques while fostering an understanding of scientific discovery processes, cultivating investigative skills and innovative thinking, stimulating research interests, and ultimately enhancing the quality of foundational chemistry education.
2026, 41(6): 160-165
doi: 10.12461/PKU.DXHX202508082
Abstract:
Fundamental operation instruction constitutes a vital component of chemical laboratory education. This article delineates the pedagogical explorations and implementations by the Basic Chemistry Experiment Teaching Group at Wuhan University in fundamental operation training. The team has established a five-step closed-loop instructional model that concurrently develops technical skills and critical thinking abilities, thereby transforming the teaching paradigm from “unidirectional delivery” to “cyclical refinement”. This methodological framework serves as a crucial mechanism for ensuring consistent enhancement of instructional outcomes.
Fundamental operation instruction constitutes a vital component of chemical laboratory education. This article delineates the pedagogical explorations and implementations by the Basic Chemistry Experiment Teaching Group at Wuhan University in fundamental operation training. The team has established a five-step closed-loop instructional model that concurrently develops technical skills and critical thinking abilities, thereby transforming the teaching paradigm from “unidirectional delivery” to “cyclical refinement”. This methodological framework serves as a crucial mechanism for ensuring consistent enhancement of instructional outcomes.
2026, 41(6): 166-174
doi: 10.12461/PKU.DXHX202605044
Abstract:
To meet the requirements of the Chemistry“101 Plan” for a “high-level, innovative, and challenging” comprehensive chemistry experiment course, this paper presents a comprehensive cell imaging experiment based on the biological imaging performance of pH-responsive organometallic supramolecular cage MOC-16 leveraging a large-scale instrument sharing platform. This experiment covers the complete scientific research chain including cell culture, pH-dependent cell membrane targeted incubation, one-/two-photon imaging via confocal laser scanning microscopy and image analysis, which can cultivate students’ practical ability to operate large-scale instruments and interdisciplinary thinking. As the core module of the “Modern Chemical Research Methods and Experiments” course under the chemistry “Strong Foundation Plan”, this experiment has been included in the comprehensive part of the synthetic chemistry experiment textbook of the Chemistry “101 Plan”. It can be offered as a standalone course in chemical biology experiments, or combined with the content of the synthesis and characterization of supramolecular cages to be offered as a comprehensive experiment for biomedical applications. It has refined an experimental teaching model that aligns with the goal of cultivating top-notch innovative talents and has also provided a replicable and scalable model for supporting the cultivation of basic disciplines through a large-scale instrument sharing platform.
To meet the requirements of the Chemistry“101 Plan” for a “high-level, innovative, and challenging” comprehensive chemistry experiment course, this paper presents a comprehensive cell imaging experiment based on the biological imaging performance of pH-responsive organometallic supramolecular cage MOC-16 leveraging a large-scale instrument sharing platform. This experiment covers the complete scientific research chain including cell culture, pH-dependent cell membrane targeted incubation, one-/two-photon imaging via confocal laser scanning microscopy and image analysis, which can cultivate students’ practical ability to operate large-scale instruments and interdisciplinary thinking. As the core module of the “Modern Chemical Research Methods and Experiments” course under the chemistry “Strong Foundation Plan”, this experiment has been included in the comprehensive part of the synthetic chemistry experiment textbook of the Chemistry “101 Plan”. It can be offered as a standalone course in chemical biology experiments, or combined with the content of the synthesis and characterization of supramolecular cages to be offered as a comprehensive experiment for biomedical applications. It has refined an experimental teaching model that aligns with the goal of cultivating top-notch innovative talents and has also provided a replicable and scalable model for supporting the cultivation of basic disciplines through a large-scale instrument sharing platform.
2026, 41(6): 175-184
doi: 10.12461/PKU.DXHX202511193
Abstract:
This paper aimed at the core teaching module of the “101 Plan” in chemistry, and explored the teaching of microfluidic analysis with the mode of “theory-practice” integration, including microfluidic theory teaching and microfluidic core experimental teaching. The laboratory teaching includes two cases: transgenic soybean nucleic acid rapid detection (LAMP nucleic acid detection case) and rapid quantitative analysis of procalcitonin (sandwich immunoassay case). This course innovated on the basis of the traditional teaching mode of analytical chemistry, enriched the design of theory and experiments of POCT (point-of-care testing) in microfluidic experiments, helps students better understand the basic principles and practical applications of POCT through practical cases, and cultivates their experimental skills, data analysis ability and comprehensive thinking ability.
This paper aimed at the core teaching module of the “101 Plan” in chemistry, and explored the teaching of microfluidic analysis with the mode of “theory-practice” integration, including microfluidic theory teaching and microfluidic core experimental teaching. The laboratory teaching includes two cases: transgenic soybean nucleic acid rapid detection (LAMP nucleic acid detection case) and rapid quantitative analysis of procalcitonin (sandwich immunoassay case). This course innovated on the basis of the traditional teaching mode of analytical chemistry, enriched the design of theory and experiments of POCT (point-of-care testing) in microfluidic experiments, helps students better understand the basic principles and practical applications of POCT through practical cases, and cultivates their experimental skills, data analysis ability and comprehensive thinking ability.
2026, 41(6): 185-195
doi: 10.12461/PKU.DXHX202512040
Abstract:
This paper systematically elaborates on the design philosophy, core framework, implementation strategies, achievements, and future prospects of the polymer physics experiment module within the chemical experimentation system of the Chemistry “101 Plan”. Centered around the “structure-property-application” logical framework, the module comprises 33 experimental projects covering four major categories: polymer structure characterization, aggregation state regulation, functional property evaluation, and material performance testing. These projects form a tiered teaching system that progresses from basic skill training to comprehensive innovative practice. The experimental design deeply integrates theory with practice, traditional methods with modern techniques, and interdisciplinary knowledge with engineering applications. Through a teaching model that incorporates modular organization, tiered instruction, project-based learning, and digital assistance, the module effectively enhances students’ experimental skills, data analysis capabilities, and innovative thinking. The development of this module enriches the content of chemical measurement experiments, strengthens the intrinsic connection between polymer science and chemical metrology, and provides solid support for cultivating interdisciplinary chemistry talents who are well-equipped to meet the demands of the new era. It holds significant importance for advancing the experimental teaching reform under the Chemistry “101 Plan”.
This paper systematically elaborates on the design philosophy, core framework, implementation strategies, achievements, and future prospects of the polymer physics experiment module within the chemical experimentation system of the Chemistry “101 Plan”. Centered around the “structure-property-application” logical framework, the module comprises 33 experimental projects covering four major categories: polymer structure characterization, aggregation state regulation, functional property evaluation, and material performance testing. These projects form a tiered teaching system that progresses from basic skill training to comprehensive innovative practice. The experimental design deeply integrates theory with practice, traditional methods with modern techniques, and interdisciplinary knowledge with engineering applications. Through a teaching model that incorporates modular organization, tiered instruction, project-based learning, and digital assistance, the module effectively enhances students’ experimental skills, data analysis capabilities, and innovative thinking. The development of this module enriches the content of chemical measurement experiments, strengthens the intrinsic connection between polymer science and chemical metrology, and provides solid support for cultivating interdisciplinary chemistry talents who are well-equipped to meet the demands of the new era. It holds significant importance for advancing the experimental teaching reform under the Chemistry “101 Plan”.
2026, 41(6): 196-203
doi: 10.12461/PKU.DXHX202511180
Abstract:
In current undergraduate laboratory curricula concerning micro-nano characterization, scanning probe microscopy and scanning electron microscopy are predominantly employed, while non-contact optical measurement techniques remain underrepresented. Astigmatic displacement microscopy (ADM) represents an innovative technique based on astigmatism measurement, offering distinct advantages including non-contact operation, extensive scanning range, rapid imaging speed, and axial nanometer-scale resolution. To incorporate this advanced technology into the “101 Plan” chemical metrology experiments, we have independently developed a customized ADM instrument specifically designed for instructional purposes and established a comprehensive experimental teaching protocol. This experiment integrates interdisciplinary knowledge from chemistry, optics, electronics, and micro-nano characterization. Through four modular components—displacement signal calibration, three-dimensional imaging, vibration analysis, and film thickness measurement—the curriculum aims to stimulate students’ critical thinking regarding cutting-edge developments in micro-nano characterization, enhance their understanding of the significance of high-precision characterization technologies in advanced manufacturing, and foster confidence in domestic instrument innovation through hands-on practice, thereby cultivating specialized talent in instrumentation.
In current undergraduate laboratory curricula concerning micro-nano characterization, scanning probe microscopy and scanning electron microscopy are predominantly employed, while non-contact optical measurement techniques remain underrepresented. Astigmatic displacement microscopy (ADM) represents an innovative technique based on astigmatism measurement, offering distinct advantages including non-contact operation, extensive scanning range, rapid imaging speed, and axial nanometer-scale resolution. To incorporate this advanced technology into the “101 Plan” chemical metrology experiments, we have independently developed a customized ADM instrument specifically designed for instructional purposes and established a comprehensive experimental teaching protocol. This experiment integrates interdisciplinary knowledge from chemistry, optics, electronics, and micro-nano characterization. Through four modular components—displacement signal calibration, three-dimensional imaging, vibration analysis, and film thickness measurement—the curriculum aims to stimulate students’ critical thinking regarding cutting-edge developments in micro-nano characterization, enhance their understanding of the significance of high-precision characterization technologies in advanced manufacturing, and foster confidence in domestic instrument innovation through hands-on practice, thereby cultivating specialized talent in instrumentation.
2026, 41(6): 204-210
doi: 10.12461/PKU.DXHX202503098
Abstract:
This paper presents the structured integration of a computational chemistry module into the Chemistry “101 Plan” experimental curriculum, aimed at enhancing undergraduate competence in chemical measurement. The module comprises twelve experimental projects, covering molecular systems, periodic structures, and molecular dynamics simulations. A progressive pedagogy is employed, guiding students from fundamental structure optimizations to advanced simulations such as reaction pathway analysis, materials property predictions, and biomolecular interactions. The module fosters interdisciplinary connections with spectroscopy and physical chemistry experiments, promoting theory-practice integration. Overall, this initiative provides a scalable framework to cultivate students’ research proficiency and innovation in computational science within experimental chemistry education.
This paper presents the structured integration of a computational chemistry module into the Chemistry “101 Plan” experimental curriculum, aimed at enhancing undergraduate competence in chemical measurement. The module comprises twelve experimental projects, covering molecular systems, periodic structures, and molecular dynamics simulations. A progressive pedagogy is employed, guiding students from fundamental structure optimizations to advanced simulations such as reaction pathway analysis, materials property predictions, and biomolecular interactions. The module fosters interdisciplinary connections with spectroscopy and physical chemistry experiments, promoting theory-practice integration. Overall, this initiative provides a scalable framework to cultivate students’ research proficiency and innovation in computational science within experimental chemistry education.
2026, 41(6): 211-220
doi: 10.12461/PKU.DXHX202502016
Abstract:
The determination of reaction rate and activation energy is a fundamental experiment for freshmen majoring in chemistry, serving as a critical component of inorganic chemistry laboratory courses and closely aligning with theoretical concepts in inorganic chemistry. Guided by the Chemistry “101 Plan”, this study introduces innovative improvements to the traditional experiment by integrating semi-microscale design, collaborative teaching, and information technology. These modifications aim to achieve the following objectives: (1) foster environmental awareness through reduced reagent consumption, (2) enhance teamwork skills via collaborative problem-solving, (3) develop digital literacy through data processing technologies, and (4) strengthen problem-solving abilities by applying theoretical knowledge to experimental challenges. Through iterative discussions and validation of the Arrhenius equation for data analysis, students not only deepen their theoretical understanding but also cultivate a scientific mindset for addressing practical problems. This approach promotes rigorous scientific attitudes and lays the groundwork for training top innovative talents in chemistry.
The determination of reaction rate and activation energy is a fundamental experiment for freshmen majoring in chemistry, serving as a critical component of inorganic chemistry laboratory courses and closely aligning with theoretical concepts in inorganic chemistry. Guided by the Chemistry “101 Plan”, this study introduces innovative improvements to the traditional experiment by integrating semi-microscale design, collaborative teaching, and information technology. These modifications aim to achieve the following objectives: (1) foster environmental awareness through reduced reagent consumption, (2) enhance teamwork skills via collaborative problem-solving, (3) develop digital literacy through data processing technologies, and (4) strengthen problem-solving abilities by applying theoretical knowledge to experimental challenges. Through iterative discussions and validation of the Arrhenius equation for data analysis, students not only deepen their theoretical understanding but also cultivate a scientific mindset for addressing practical problems. This approach promotes rigorous scientific attitudes and lays the groundwork for training top innovative talents in chemistry.
2026, 41(6): 221-229
doi: 10.12461/PKU.DXHX202506079
Abstract:
Aligned with the “101 Plan” teaching reform objectives for chemical measurement experiments, an innovative instrumental analysis experiment utilizing electrochemical in situRaman spectroscopy was designed and developed. Based on the green ammonia synthesis from electrocatalytic nitrate reduction, this study aims to track the real-time dynamic evolution of active sites and key intermediates on the catalyst surface through the advanced in situ Raman spectroscopy technology, to accurately identify the true catalytic active sites and infer the possible reaction pathways. This experiment has established a comprehensive experimental teaching system that integrates “reaction-characterization-mechanism”, focusing on helping students master knowledge, enhance abilities, and cultivate comprehensive qualities. This experiment fully demonstrates frontier science’s reliance and need for advanced characterization techniques, filling the gap in the interdisciplinary course of “in situ characterization-electrocatalytic reaction”. It can serve as a typical example of experimental teaching reform in new engineering disciplines under the “double helix of scientific research and teaching” model.
Aligned with the “101 Plan” teaching reform objectives for chemical measurement experiments, an innovative instrumental analysis experiment utilizing electrochemical in situRaman spectroscopy was designed and developed. Based on the green ammonia synthesis from electrocatalytic nitrate reduction, this study aims to track the real-time dynamic evolution of active sites and key intermediates on the catalyst surface through the advanced in situ Raman spectroscopy technology, to accurately identify the true catalytic active sites and infer the possible reaction pathways. This experiment has established a comprehensive experimental teaching system that integrates “reaction-characterization-mechanism”, focusing on helping students master knowledge, enhance abilities, and cultivate comprehensive qualities. This experiment fully demonstrates frontier science’s reliance and need for advanced characterization techniques, filling the gap in the interdisciplinary course of “in situ characterization-electrocatalytic reaction”. It can serve as a typical example of experimental teaching reform in new engineering disciplines under the “double helix of scientific research and teaching” model.
2026, 41(6): 230-236
doi: 10.12461/PKU.DXHX202508002
Abstract:
The preparation of ammonium ferrous sulfate represents a classic experiment in inorganic chemistry education. Conventional methodologies for this experiment are limited to basic crystal preparation and characterization, resulting in overly simplistic and pedagogically static content. Aligned with the innovative objectives of the Chemistry “101 Plan”, this study introduces an enhanced experimental design that incorporates advanced crystal morphology control techniques while employing smartphone-based AI imaging for real-time morphological observation. This pedagogical innovation significantly enriches the experiment’s educational value by: (1) expanding students’ exposure to cutting-edge developments in inorganic materials science; (2) cultivating essential research competencies through hands-on investigation; (3) fostering an appreciation for the aesthetic dimensions of chemical phenomena. The redesigned experiment establishes a robust foundation for training highly competent, research-oriented chemistry professionals with both technical proficiency and scientific creativity.
The preparation of ammonium ferrous sulfate represents a classic experiment in inorganic chemistry education. Conventional methodologies for this experiment are limited to basic crystal preparation and characterization, resulting in overly simplistic and pedagogically static content. Aligned with the innovative objectives of the Chemistry “101 Plan”, this study introduces an enhanced experimental design that incorporates advanced crystal morphology control techniques while employing smartphone-based AI imaging for real-time morphological observation. This pedagogical innovation significantly enriches the experiment’s educational value by: (1) expanding students’ exposure to cutting-edge developments in inorganic materials science; (2) cultivating essential research competencies through hands-on investigation; (3) fostering an appreciation for the aesthetic dimensions of chemical phenomena. The redesigned experiment establishes a robust foundation for training highly competent, research-oriented chemistry professionals with both technical proficiency and scientific creativity.
2026, 41(6): 237-243
doi: 10.12461/PKU.DXHX202512039
Abstract:
The construction of first-class core textbooks with Chinese characteristics is one of the “Four First-Class” initiatives under the Ministry of Education’s Basic Discipline Series “101 Plan”, playing a crucial role in accelerating the cultivation of top-notch talents in national basic disciplines. The Curriculum Group of Chemical Measurement Experiments of the Chemistry“101 Plan” focuses on nurturing innovative talents in chemistry. It organically integrates and improves the contents of experimental courses from participating universities, such as analytical chemistry experiments, instrumental analysis experiments, physical chemistry experiments, polymer physics experiments, and some comprehensive chemistry experiments. By absorbing the most cutting-edge scientific researches, the group has designed a modular curriculum to organize the textbook with around 76 core knowledge points. This manuscript takes digital textbook of “Dynamic Electronic Curriculum Plan for Chemical Measurement Experiment” as an example, to introduce the design and construction of the Chemical Measurement Experiments under the Chemistry “101 Plan”, with the aim of promoting the overall improvement of chemistry experiment teaching in higher education institutions.
The construction of first-class core textbooks with Chinese characteristics is one of the “Four First-Class” initiatives under the Ministry of Education’s Basic Discipline Series “101 Plan”, playing a crucial role in accelerating the cultivation of top-notch talents in national basic disciplines. The Curriculum Group of Chemical Measurement Experiments of the Chemistry“101 Plan” focuses on nurturing innovative talents in chemistry. It organically integrates and improves the contents of experimental courses from participating universities, such as analytical chemistry experiments, instrumental analysis experiments, physical chemistry experiments, polymer physics experiments, and some comprehensive chemistry experiments. By absorbing the most cutting-edge scientific researches, the group has designed a modular curriculum to organize the textbook with around 76 core knowledge points. This manuscript takes digital textbook of “Dynamic Electronic Curriculum Plan for Chemical Measurement Experiment” as an example, to introduce the design and construction of the Chemical Measurement Experiments under the Chemistry “101 Plan”, with the aim of promoting the overall improvement of chemistry experiment teaching in higher education institutions.
2026, 41(6): 244-250
doi: 10.12461/PKU.DXHX202510011
Abstract:
As a key achievement of the teaching reform for the core General Chemistry course in the Chemistry “101 Plan”, the Dynamic Electronic Teaching Materials for General Chemistry complement the General Chemistry textbook, supporting integrated development and collaborative use. Based on a systematic refinement of the core knowledge system of the course, the “101 Plan” General Chemistry Course Group meticulously designed and reviewed the teaching presentations and reference materials for 48 knowledge points across 7 modules. Efforts also included the ongoing development of dynamically updatable exemplary case studies and specialized instructional materials. This has driven a comprehensive upgrade in the teaching content, methods, as well as resource development and sharing for the General Chemistry course, and has been pilotly applicated in colleges and universities across the country.
As a key achievement of the teaching reform for the core General Chemistry course in the Chemistry “101 Plan”, the Dynamic Electronic Teaching Materials for General Chemistry complement the General Chemistry textbook, supporting integrated development and collaborative use. Based on a systematic refinement of the core knowledge system of the course, the “101 Plan” General Chemistry Course Group meticulously designed and reviewed the teaching presentations and reference materials for 48 knowledge points across 7 modules. Efforts also included the ongoing development of dynamically updatable exemplary case studies and specialized instructional materials. This has driven a comprehensive upgrade in the teaching content, methods, as well as resource development and sharing for the General Chemistry course, and has been pilotly applicated in colleges and universities across the country.
2026, 41(6): 251-255
doi: 10.12461/PKU.DXHX202511197
Abstract:
The textbook “Physical Chemistry Tutorial” from the “101 Plan” reshapes the content of physical chemistry courses from the atomic and molecular level, showcasing several distinctive key features: consistently applies a thermodynamic perspective grounded in atomic and molecular principles; systematically constructs the thermodynamics of intermolecular interactions; establishes a new understanding of solution structures and offers fresh insights into activity coefficients; incorporates extensive analysis of scientific history to distill scientific wisdom. Based on students’ feedback after the first round of teaching practice, this textbook helps students grasp the micro-level understanding and application of thermodynamics, playing a positive role in cultivating top-notch innovative talent in the field of chemistry.
The textbook “Physical Chemistry Tutorial” from the “101 Plan” reshapes the content of physical chemistry courses from the atomic and molecular level, showcasing several distinctive key features: consistently applies a thermodynamic perspective grounded in atomic and molecular principles; systematically constructs the thermodynamics of intermolecular interactions; establishes a new understanding of solution structures and offers fresh insights into activity coefficients; incorporates extensive analysis of scientific history to distill scientific wisdom. Based on students’ feedback after the first round of teaching practice, this textbook helps students grasp the micro-level understanding and application of thermodynamics, playing a positive role in cultivating top-notch innovative talent in the field of chemistry.
2026, 41(6): 256-264
doi: 10.12461/PKU.DXHX202509061
Abstract:
This article examines the case study of "Buffer System and Regulatory Mechanisms in the Human Body" from the "General Chemistry" textbook in the Chemistry "101 Plan" to explore the methodology and techniques for developing textbook case studies. Key considerations in case writing include ensuring the relevance between case content and core knowledge points, integrating interdisciplinary knowledge with ideological and political elements, and establishing a logical framework for case content. Additionally, the article highlights the potential applications of textbook cases in subject teaching, science popularization, and smart courses, offering valuable insights for teaching practice.
This article examines the case study of "Buffer System and Regulatory Mechanisms in the Human Body" from the "General Chemistry" textbook in the Chemistry "101 Plan" to explore the methodology and techniques for developing textbook case studies. Key considerations in case writing include ensuring the relevance between case content and core knowledge points, integrating interdisciplinary knowledge with ideological and political elements, and establishing a logical framework for case content. Additionally, the article highlights the potential applications of textbook cases in subject teaching, science popularization, and smart courses, offering valuable insights for teaching practice.
2026, 41(6): 265-272
doi: 10.12461/PKU.DXHX202503048
Abstract:
Grounded in agricultural and forestry higher education and aligned with the national “New Agricultural Sciences” initiative, this teaching reform adopts a student-centered approach. Focusing on three key educational objectives—knowledge acquisition, skill development, and literacy cultivation—while adhering to the “Two Attributes and One Dimension” standard, we have implemented an innovative teaching framework centered on five core principles: objective-oriented design, value-based education, interdisciplinary integration, technology-enhanced instruction, and scientific assessment. Our practice has successfully achieved the organic integration of knowledge delivery, competency building, and value cultivation, effectively bridging the gap between fundamental chemistry courses and specialized agricultural education. By modernizing chemistry experiment teaching, we have enhanced its pivotal role in cultivating new-era agricultural talents. This approach provides a solid foundation for developing outstanding professionals with comprehensive understanding, deep commitment, and strong sense of responsibility toward China’s agriculture, rural areas, and farmers.
Grounded in agricultural and forestry higher education and aligned with the national “New Agricultural Sciences” initiative, this teaching reform adopts a student-centered approach. Focusing on three key educational objectives—knowledge acquisition, skill development, and literacy cultivation—while adhering to the “Two Attributes and One Dimension” standard, we have implemented an innovative teaching framework centered on five core principles: objective-oriented design, value-based education, interdisciplinary integration, technology-enhanced instruction, and scientific assessment. Our practice has successfully achieved the organic integration of knowledge delivery, competency building, and value cultivation, effectively bridging the gap between fundamental chemistry courses and specialized agricultural education. By modernizing chemistry experiment teaching, we have enhanced its pivotal role in cultivating new-era agricultural talents. This approach provides a solid foundation for developing outstanding professionals with comprehensive understanding, deep commitment, and strong sense of responsibility toward China’s agriculture, rural areas, and farmers.
2026, 41(6): 273-281
doi: 10.12461/PKU.DXHX202503049
Abstract:
Using the concept of "freezing point depression of dilute solutions" as a case study, this paper explores and implements a multidimensional interactive teaching model integrating "theory-experiment-ideological education-professional innovation." Through a blended online-offline approach incorporating problem-based/case-based learning, flipped classrooms, and group tasks, the model successfully combines theoretical instruction, experimental reinforcement, ideological education, and extracurricular expansion. The results demonstrate that this approach effectively enhances student engagement, fosters innovative thinking, and develops problem-solving skills while achieving comprehensive educational objectives.
Using the concept of "freezing point depression of dilute solutions" as a case study, this paper explores and implements a multidimensional interactive teaching model integrating "theory-experiment-ideological education-professional innovation." Through a blended online-offline approach incorporating problem-based/case-based learning, flipped classrooms, and group tasks, the model successfully combines theoretical instruction, experimental reinforcement, ideological education, and extracurricular expansion. The results demonstrate that this approach effectively enhances student engagement, fosters innovative thinking, and develops problem-solving skills while achieving comprehensive educational objectives.
2026, 41(6): 282-287
doi: 10.12461/PKU.DXHX202503060
Abstract:
In the context of “organized research”, this study proposes an intra-laboratory rotation system based on a “one-primary, multiple-supplementary” framework for large research teams. The “primary” component centers on mentor teams responsible for major national engineering projects, while the “supplementary” component involves rotations across different research directions within the team. Under the premise of clearly defining students’ primary laboratory affiliation, this system facilitates rotation among various research subfields. The intra-laboratory rotation mechanism offers constructive guidance for fostering students’ personal development, supporting multidisciplinary innovative research by faculty, and enhancing the capacity of engineering institutions to undertake major national engineering projects.
In the context of “organized research”, this study proposes an intra-laboratory rotation system based on a “one-primary, multiple-supplementary” framework for large research teams. The “primary” component centers on mentor teams responsible for major national engineering projects, while the “supplementary” component involves rotations across different research directions within the team. Under the premise of clearly defining students’ primary laboratory affiliation, this system facilitates rotation among various research subfields. The intra-laboratory rotation mechanism offers constructive guidance for fostering students’ personal development, supporting multidisciplinary innovative research by faculty, and enhancing the capacity of engineering institutions to undertake major national engineering projects.
2026, 41(6): 288-296
doi: 10.12461/PKU.DXHX202503121
Abstract:
In the context of emerging engineering education, traditional organic chemistry instruction faces substantial pedagogical challenges. This study proposes and implements five innovative teaching models: 1) differentiated flipped classroom; 2) authentic project-based learning; 3) competition-based learning; 4) modular teaching; and 5) web-assisted instruction. Through detailed case studies, the paper elucidates implementation strategies while emphasizing transformative innovations in organic chemistry pedagogy. The research objectives focus on effectively stimulating student engagement and developing high-quality interdisciplinary professionals capable of addressing complex engineering problems.
In the context of emerging engineering education, traditional organic chemistry instruction faces substantial pedagogical challenges. This study proposes and implements five innovative teaching models: 1) differentiated flipped classroom; 2) authentic project-based learning; 3) competition-based learning; 4) modular teaching; and 5) web-assisted instruction. Through detailed case studies, the paper elucidates implementation strategies while emphasizing transformative innovations in organic chemistry pedagogy. The research objectives focus on effectively stimulating student engagement and developing high-quality interdisciplinary professionals capable of addressing complex engineering problems.
2026, 41(6): 297-309
doi: 10.12461/PKU.DXHX202504065
Abstract:
There are two significances in promoting curriculum ideological and political education: (1) it is the strategic measure to implement the fundamental task of cultivating people by virtue; (2) it is the key point to improve the quality of talent training. According to the features of radiochemistry, our team excavated and sorted out two types of ideological and political elements in organic chemistry courses: Classic general elements and radiochemistry characteristic elements. Some teaching experience has been accumulated through course design and teaching practice, integrating knowledge transfer, ability improvement and value shaping, and enhancing the richness, interest and practicality of the ideological and political content. This will help students adapt to their future study and work better.
There are two significances in promoting curriculum ideological and political education: (1) it is the strategic measure to implement the fundamental task of cultivating people by virtue; (2) it is the key point to improve the quality of talent training. According to the features of radiochemistry, our team excavated and sorted out two types of ideological and political elements in organic chemistry courses: Classic general elements and radiochemistry characteristic elements. Some teaching experience has been accumulated through course design and teaching practice, integrating knowledge transfer, ability improvement and value shaping, and enhancing the richness, interest and practicality of the ideological and political content. This will help students adapt to their future study and work better.
2026, 41(6): 310-314
doi: 10.12461/PKU.DXHX202505024
Abstract:
The undergraduate thesis, as the last important part of undergraduate education, is one of the core contents of First-Class Undergraduate Major. It is important to optimize the management of undergraduate thesis in developing First-Class Undergraduate Major, cultivating first-class talents, and comprehensively revitalizing undergraduate education. In recent years, a series of measures were adopted to ensure the quality of undergraduate thesis through improving the quality management and monitoring systems in the College of Chemistry. The above measures aim to address issues on formatting standards, and quality of experimental work in the thesis work of undergraduate students majoring in chemistry, and meet the needs of the Ministry of Education for the construction of First-Class Undergraduate Major and undergraduate thesis sampling. The explorations about the quality management of undergraduate thesis are discussed, which can be significant for the quality management of undergraduate theses.
The undergraduate thesis, as the last important part of undergraduate education, is one of the core contents of First-Class Undergraduate Major. It is important to optimize the management of undergraduate thesis in developing First-Class Undergraduate Major, cultivating first-class talents, and comprehensively revitalizing undergraduate education. In recent years, a series of measures were adopted to ensure the quality of undergraduate thesis through improving the quality management and monitoring systems in the College of Chemistry. The above measures aim to address issues on formatting standards, and quality of experimental work in the thesis work of undergraduate students majoring in chemistry, and meet the needs of the Ministry of Education for the construction of First-Class Undergraduate Major and undergraduate thesis sampling. The explorations about the quality management of undergraduate thesis are discussed, which can be significant for the quality management of undergraduate theses.
2026, 41(6): 315-320
doi: 10.12461/PKU.DXHX202503046
Abstract:
This study examines current practices in chemistry course design, pedagogical methods, and laboratory resource allocation in higher education, supported by case studies demonstrating the positive academic and professional outcomes for non-chemistry students. Future developments should focus on discipline-specific customization and interdisciplinary educational models to better align with societal needs and talent development objectives.
This study examines current practices in chemistry course design, pedagogical methods, and laboratory resource allocation in higher education, supported by case studies demonstrating the positive academic and professional outcomes for non-chemistry students. Future developments should focus on discipline-specific customization and interdisciplinary educational models to better align with societal needs and talent development objectives.
2026, 41(6): 321-327
doi: 10.12461/PKU.DXHX202503131
Abstract:
Mechanochemical synthesis is an approach that utilizes mechanical energy input, such as grinding and shearing, to promote synthetic reactions, offering notable advantages in terms of environmental sustainability, high efficiency, and energy savings. In recent years, the synergistic interaction between mechanical force and photochemistry has emerged as a research hotspot. By alternating or synchronizing mechanical grinding with light irradiation, the complementary advantages of both techniques can be effectively harnessed. This review systematically summarizes the principles, apparatus, and recent advances in mechanochemically driven photochemical reactions. These innovative methodologies not only expand the application scope of mechanochemistry but also contribute to the green transformation of fields such as organic synthesis and nanomaterial fabrication. Looking ahead, mechanophotochemistry is expected to play a pivotal role in drug development, energy storage, and sustainable synthesis, while also providing new insights for interdisciplinary research. Moreover, this review can help broaden students’ understanding of various chemical disciplines, deepen their comprehension of fundamental reaction mechanisms, enhance their interest in chemistry, and inspire curiosity for exploring the unknown.
Mechanochemical synthesis is an approach that utilizes mechanical energy input, such as grinding and shearing, to promote synthetic reactions, offering notable advantages in terms of environmental sustainability, high efficiency, and energy savings. In recent years, the synergistic interaction between mechanical force and photochemistry has emerged as a research hotspot. By alternating or synchronizing mechanical grinding with light irradiation, the complementary advantages of both techniques can be effectively harnessed. This review systematically summarizes the principles, apparatus, and recent advances in mechanochemically driven photochemical reactions. These innovative methodologies not only expand the application scope of mechanochemistry but also contribute to the green transformation of fields such as organic synthesis and nanomaterial fabrication. Looking ahead, mechanophotochemistry is expected to play a pivotal role in drug development, energy storage, and sustainable synthesis, while also providing new insights for interdisciplinary research. Moreover, this review can help broaden students’ understanding of various chemical disciplines, deepen their comprehension of fundamental reaction mechanisms, enhance their interest in chemistry, and inspire curiosity for exploring the unknown.
2026, 41(6): 328-334
doi: 10.12461/PKU.DXHX202504013
Abstract:
This study presents a novel exploration of 3-methylindole (skatole) through an imaginative narrative framework. Tracing its presence from stinky tofu fermentation to perfume formulation and laboratory synthesis, we systematically elucidate skatole’s natural biosynthesis, olfactory transformation mechanisms, and synthetic methodologies. Our approach aims to provide readers with both an intuitive grasp of skatole’s properties and a deeper understanding of its molecular structure and preparation techniques, thereby demonstrating chemistry’s remarkable role in everyday phenomena.
This study presents a novel exploration of 3-methylindole (skatole) through an imaginative narrative framework. Tracing its presence from stinky tofu fermentation to perfume formulation and laboratory synthesis, we systematically elucidate skatole’s natural biosynthesis, olfactory transformation mechanisms, and synthetic methodologies. Our approach aims to provide readers with both an intuitive grasp of skatole’s properties and a deeper understanding of its molecular structure and preparation techniques, thereby demonstrating chemistry’s remarkable role in everyday phenomena.
2026, 41(6): 335-342
doi: 10.12461/PKU.DXHX202504074
Abstract:
We developed a molecular simulation experiment focusing on the color-changing mechanism of phenolphthalein. The project incorporates molecular model construction, structural optimization, frontier orbital analysis, and spectral calculations, allowing students to explore the electronic-level correlation between pH-induced molecular structural changes and corresponding color variations. Serving as an extension to conventional acid-base titration experiments, this approach employs molecular visualization to demonstrate phenolphthalein's color transition, thereby facilitating students’ fundamental understanding of acid-base indicator mechanisms.
We developed a molecular simulation experiment focusing on the color-changing mechanism of phenolphthalein. The project incorporates molecular model construction, structural optimization, frontier orbital analysis, and spectral calculations, allowing students to explore the electronic-level correlation between pH-induced molecular structural changes and corresponding color variations. Serving as an extension to conventional acid-base titration experiments, this approach employs molecular visualization to demonstrate phenolphthalein's color transition, thereby facilitating students’ fundamental understanding of acid-base indicator mechanisms.
2026, 41(6): 343-352
doi: 10.12461/PKU.DXHX202504006
Abstract:
Sol preparation has been introduced as a fundamental concept since secondary education and subsequently developed into a classical physical chemistry experiment at the undergraduate level. However, traditional experimental designs have exhibited several limitations, including oversimplified preparation methods, inadequate structural and performance characterization of colloids, and insufficient consideration of practical applications, failing to keep pace with rapid advancements in the field. In our recent teaching practice, we have implemented significant improvements to this experiment. Firstly, we eliminated obsolete components while enhancing the environmental sustainability of the experimental procedure. More importantly, we incorporated surfactant-mediated control of colloidal particle growth during preparation, expanded the characterization methods for colloidal materials, and demonstrated their application in soft matter structural modulation using hydrogel additives as an example. The redesigned experiment features extended scope, enhanced comprehensiveness, and improved knowledge integration, enabling students to broaden their perspectives, gain deeper insights into structure-property relationships of colloidal materials, develop comprehensive experimental skills, and strengthen their understanding of colloidal systems.
Sol preparation has been introduced as a fundamental concept since secondary education and subsequently developed into a classical physical chemistry experiment at the undergraduate level. However, traditional experimental designs have exhibited several limitations, including oversimplified preparation methods, inadequate structural and performance characterization of colloids, and insufficient consideration of practical applications, failing to keep pace with rapid advancements in the field. In our recent teaching practice, we have implemented significant improvements to this experiment. Firstly, we eliminated obsolete components while enhancing the environmental sustainability of the experimental procedure. More importantly, we incorporated surfactant-mediated control of colloidal particle growth during preparation, expanded the characterization methods for colloidal materials, and demonstrated their application in soft matter structural modulation using hydrogel additives as an example. The redesigned experiment features extended scope, enhanced comprehensiveness, and improved knowledge integration, enabling students to broaden their perspectives, gain deeper insights into structure-property relationships of colloidal materials, develop comprehensive experimental skills, and strengthen their understanding of colloidal systems.
2026, 41(6): 353-361
doi: 10.12461/PKU.DXHX202504040
Abstract:
The acid-catalyzed sucrose hydrolysis reaction serves as a fundamental kinetic experiment in physical chemistry curricula across universities. While sulfuric acid and hydrochloric acid are conventionally employed as catalysts, their strong acidity and corrosiveness pose safety hazards for operators, risk instrument corrosion, generate environmental pollution, and necessitate specialized waste disposal. To address these challenges, we implemented an environmentally friendly modification by replacing liquid strong acids with solid acid cation-exchange resins as catalysts. This innovative approach demonstrates comparable catalytic performance to conventional liquid acids, exhibiting distinct pseudo-first-order reaction kinetics while eliminating safety and environmental concerns. Experimental parameters including resin dosage, sucrose concentration, and reaction temperature were systematically optimized. The incorporation of custom-designed T-shaped polarimeter tubes and double-jacketed beakers significantly enhanced operational convenience for students. Furthermore, we developed a comprehensive ideological-political teaching framework centered on four core values: patriotic sentiment, dialectical thinking, scientific literacy, and environmental awareness. This pedagogical design aims to cultivate students’ critical thinking and ecological consciousness while fostering scientific patriotism, ultimately nurturing high-caliber talents with integrated research capabilities and social responsibility.
The acid-catalyzed sucrose hydrolysis reaction serves as a fundamental kinetic experiment in physical chemistry curricula across universities. While sulfuric acid and hydrochloric acid are conventionally employed as catalysts, their strong acidity and corrosiveness pose safety hazards for operators, risk instrument corrosion, generate environmental pollution, and necessitate specialized waste disposal. To address these challenges, we implemented an environmentally friendly modification by replacing liquid strong acids with solid acid cation-exchange resins as catalysts. This innovative approach demonstrates comparable catalytic performance to conventional liquid acids, exhibiting distinct pseudo-first-order reaction kinetics while eliminating safety and environmental concerns. Experimental parameters including resin dosage, sucrose concentration, and reaction temperature were systematically optimized. The incorporation of custom-designed T-shaped polarimeter tubes and double-jacketed beakers significantly enhanced operational convenience for students. Furthermore, we developed a comprehensive ideological-political teaching framework centered on four core values: patriotic sentiment, dialectical thinking, scientific literacy, and environmental awareness. This pedagogical design aims to cultivate students’ critical thinking and ecological consciousness while fostering scientific patriotism, ultimately nurturing high-caliber talents with integrated research capabilities and social responsibility.
2026, 41(6): 362-373
doi: 10.12461/PKU.DXHX202503106
Abstract:
This study employs underpotential deposition coupled with square wave voltammetry for the electroanalytical determination of trace lead in aqueous samples. The electrochemical phenomena are systematically interpreted through the lens of materialist theory, complemented by principles of physical chemistry and electrochemistry. The research examines the underpotential deposition process, two-dimensional phase formation, bulk deposition of lead, and concentration-dependent effects. Designed as a comprehensive analytical chemistry experiment, this approach demonstrates robust theoretical foundations and practical feasibility. The problem-oriented teaching methodology, integrated with materialist theory, significantly enhances the pedagogical effectiveness of experimental instruction.
This study employs underpotential deposition coupled with square wave voltammetry for the electroanalytical determination of trace lead in aqueous samples. The electrochemical phenomena are systematically interpreted through the lens of materialist theory, complemented by principles of physical chemistry and electrochemistry. The research examines the underpotential deposition process, two-dimensional phase formation, bulk deposition of lead, and concentration-dependent effects. Designed as a comprehensive analytical chemistry experiment, this approach demonstrates robust theoretical foundations and practical feasibility. The problem-oriented teaching methodology, integrated with materialist theory, significantly enhances the pedagogical effectiveness of experimental instruction.
2026, 41(6): 374-384
doi: 10.12461/PKU.DXHX202507082
Abstract:
Organic long-persistent luminescent materials exhibit unique photophysical properties by sustaining light emission after excitation removal, demonstrating broad application potential in optoelectronic devices, flexible displays, information encryption, and bioimaging. The long-afterglow performance critically depends on key parameters including triplet exciton lifetime and phosphorescence radiative rate. While conventional experimental approaches face challenges in precisely elucidating the structure-property relationships between microscopic molecular electronic structures and macroscopic luminescent behaviors, computational chemistry methods offer powerful tools to uncover the underlying mechanisms. This study investigates a representative phenothiazine-based organic small-molecule system with long-persistent luminescence. Using density functional theory (DFT), we optimized both ground-state and excited-state geometries and calculated spin-orbit coupling constants. Through time-dependent DFT (TD-DFT) calculations, we evaluated energy-level transition characteristics and radiative decay pathways, thereby revealing the intrinsic correlation between molecular triplet-state lifetimes and long-afterglow radiative rates. By translating cutting-edge research into pedagogical resources, this experiment significantly enhances students’ comprehension of excited-state dynamics and material property relationships, providing a valuable case study for computational chemistry courses that combines academic rigor with practical applications.
Organic long-persistent luminescent materials exhibit unique photophysical properties by sustaining light emission after excitation removal, demonstrating broad application potential in optoelectronic devices, flexible displays, information encryption, and bioimaging. The long-afterglow performance critically depends on key parameters including triplet exciton lifetime and phosphorescence radiative rate. While conventional experimental approaches face challenges in precisely elucidating the structure-property relationships between microscopic molecular electronic structures and macroscopic luminescent behaviors, computational chemistry methods offer powerful tools to uncover the underlying mechanisms. This study investigates a representative phenothiazine-based organic small-molecule system with long-persistent luminescence. Using density functional theory (DFT), we optimized both ground-state and excited-state geometries and calculated spin-orbit coupling constants. Through time-dependent DFT (TD-DFT) calculations, we evaluated energy-level transition characteristics and radiative decay pathways, thereby revealing the intrinsic correlation between molecular triplet-state lifetimes and long-afterglow radiative rates. By translating cutting-edge research into pedagogical resources, this experiment significantly enhances students’ comprehension of excited-state dynamics and material property relationships, providing a valuable case study for computational chemistry courses that combines academic rigor with practical applications.
2026, 41(6): 385-394
doi: 10.12461/PKU.DXHX202507095
Abstract:
To overcome the challenges of traceability and inadequate supervision associated with traditional reagent cabinets, the Institute of Soil Science, Chinese Academy of Sciences, has developed a cost-effective and highly adaptable intelligent transformation solution utilizing QR code (Quick Response code) and Bluetooth technologies. This system facilitates comprehensive tracking and monitoring of reagents while enabling laboratory personnel to perform reagent operations conveniently via mobile terminals. Compatible with most domestically manufactured reagent cabinets, the solution addresses common limitations of intelligent reagent cabinets, such as high costs, excessive functionalities, and poor compatibility. It offers reusable technical pathways and practical case studies for the intelligent upgrading of traditional reagent cabinets in academic and research institutions.
To overcome the challenges of traceability and inadequate supervision associated with traditional reagent cabinets, the Institute of Soil Science, Chinese Academy of Sciences, has developed a cost-effective and highly adaptable intelligent transformation solution utilizing QR code (Quick Response code) and Bluetooth technologies. This system facilitates comprehensive tracking and monitoring of reagents while enabling laboratory personnel to perform reagent operations conveniently via mobile terminals. Compatible with most domestically manufactured reagent cabinets, the solution addresses common limitations of intelligent reagent cabinets, such as high costs, excessive functionalities, and poor compatibility. It offers reusable technical pathways and practical case studies for the intelligent upgrading of traditional reagent cabinets in academic and research institutions.
2026, 41(6): 395-403
doi: 10.12461/PKU.DXHX202508073
Abstract:
Cesium lead halide perovskite quantum dots (CsPbX3, X = Cl/Br/I) exhibit outstanding optoelectronic properties, enabling their widespread applications in display technologies, photovoltaic devices, and photodetection. This study introduces an optimized synthesis and characterization protocol for CsPbX3 quantum dots specifically designed for undergraduate education. Students employ the hot injection method to synthesize quantum dots, followed by comprehensive characterization using UV-Vis absorption spectroscopy, photoluminescence spectroscopy, ion chromatography, and inductively coupled plasma optical emission spectroscopy. The experiment systematically examines how halogen composition (X = Cl/Br/I) affects the optical properties of the quantum dots. Through this hands-on experience, students acquire practical skills in nanomaterial preparation and characterization while developing a fundamental understanding of structure-property relationships in quantum dots, particularly the critical role of halogen composition in determining optical characteristics. Furthermore, this experiment fosters innovative thinking by integrating laboratory practice with theoretical knowledge, ultimately enhancing students' problem-solving capabilities in complex scientific scenarios.
Cesium lead halide perovskite quantum dots (CsPbX3, X = Cl/Br/I) exhibit outstanding optoelectronic properties, enabling their widespread applications in display technologies, photovoltaic devices, and photodetection. This study introduces an optimized synthesis and characterization protocol for CsPbX3 quantum dots specifically designed for undergraduate education. Students employ the hot injection method to synthesize quantum dots, followed by comprehensive characterization using UV-Vis absorption spectroscopy, photoluminescence spectroscopy, ion chromatography, and inductively coupled plasma optical emission spectroscopy. The experiment systematically examines how halogen composition (X = Cl/Br/I) affects the optical properties of the quantum dots. Through this hands-on experience, students acquire practical skills in nanomaterial preparation and characterization while developing a fundamental understanding of structure-property relationships in quantum dots, particularly the critical role of halogen composition in determining optical characteristics. Furthermore, this experiment fosters innovative thinking by integrating laboratory practice with theoretical knowledge, ultimately enhancing students' problem-solving capabilities in complex scientific scenarios.
2026, 41(6): 404-414
doi: 10.12461/PKU.DXHX202509023
Abstract:
This study focuses on capacitive deionization (CDI) technology for rare-earth wastewater treatment, presenting an integrated chemistry experiment involving the fabrication of FeOOH@SSC self-supported electrodes through electrodeposition. The experiment encompasses material characterization, electrochemical performance testing, and CDI adsorption evaluation for rare-earth ions. By introducing cutting-edge CDI research into undergraduate laboratory education, this interdisciplinary experiment bridges theoretical knowledge in electrochemistry from physical chemistry with practical applications in inorganic chemistry, instrumental analysis, and materials science. The experiment not only reinforces fundamental theoretical concepts but also enhances students’ professional competencies in chemistry, contributing significantly to the cultivation of top-tier undergraduates capable of addressing national strategic needs and regional economic development priorities.
This study focuses on capacitive deionization (CDI) technology for rare-earth wastewater treatment, presenting an integrated chemistry experiment involving the fabrication of FeOOH@SSC self-supported electrodes through electrodeposition. The experiment encompasses material characterization, electrochemical performance testing, and CDI adsorption evaluation for rare-earth ions. By introducing cutting-edge CDI research into undergraduate laboratory education, this interdisciplinary experiment bridges theoretical knowledge in electrochemistry from physical chemistry with practical applications in inorganic chemistry, instrumental analysis, and materials science. The experiment not only reinforces fundamental theoretical concepts but also enhances students’ professional competencies in chemistry, contributing significantly to the cultivation of top-tier undergraduates capable of addressing national strategic needs and regional economic development priorities.
2026, 41(6): 415-424
doi: 10.12461/PKU.DXHX202603025
Abstract:
This study introduces an undergraduate teaching experiment that employs electrochemical methods to directionally convert urea into high-value nitrite. A Co-doped Ni3S2 (Co-Ni3S2) catalyst was designed for the catalytic conversion of urea molecules. Using Co-Ni3S2 as the anode catalyst in an alkaline urea electrolyte, the electrocatalytic performance was evaluated via a three-electrode testing system. The effects of applied potential and Co-doping strategy on product selectivity were systematically investigated to identify optimal reaction conditions. Quantitative detection of NO2- was performed, and key evaluation metrics such as Faradaic efficiency and yield rate were calculated. This experiment integrates inorganic material preparation, electrochemical testing, and analytical chemistry techniques, enabling students to appreciate the significance of urea resource utilization (“turning waste into wealth”) and the economic value of NO2- in the chemical industry. The experiment enhances students’ scientific thinking, experimental design, and research innovation capabilities, demonstrating strong feasibility and educational value.
This study introduces an undergraduate teaching experiment that employs electrochemical methods to directionally convert urea into high-value nitrite. A Co-doped Ni3S2 (Co-Ni3S2) catalyst was designed for the catalytic conversion of urea molecules. Using Co-Ni3S2 as the anode catalyst in an alkaline urea electrolyte, the electrocatalytic performance was evaluated via a three-electrode testing system. The effects of applied potential and Co-doping strategy on product selectivity were systematically investigated to identify optimal reaction conditions. Quantitative detection of NO2- was performed, and key evaluation metrics such as Faradaic efficiency and yield rate were calculated. This experiment integrates inorganic material preparation, electrochemical testing, and analytical chemistry techniques, enabling students to appreciate the significance of urea resource utilization (“turning waste into wealth”) and the economic value of NO2- in the chemical industry. The experiment enhances students’ scientific thinking, experimental design, and research innovation capabilities, demonstrating strong feasibility and educational value.
2026, 41(6): 425-433
doi: 10.12461/PKU.DXHX202601047
Abstract:
In the frontier fields of chemistry and materials science, qualitative and quantitative analytical techniques have become pivotal in propelling disciplinary advancement and elevating the caliber of scientific research and engineering practice. Instrumental analysis experiments serve as a core component in equipping students with this interdisciplinary “universal language”. However, conventional approaches predominantly focus on theoretical comprehension and rudimentary operations, creating a significant disconnect from real-world research and engineering applications, thereby limiting their effectiveness in supporting the development of practical, application-oriented talent. To address this pedagogical challenge, it is particularly important to carry out teaching reform in instrumental analysis experiments, as it serves as the key to bridging the gap between classroom instruction and real-world practice. Guided by the philosophy of “practice-oriented education”, this study introduces an open-ended, inquiry-driven instrumental analysis experiment: determination of trace elements in commercial dietary supplements. The experiment comprises three key components: guided pre-lab preparation, open discussion, and inquiry-based experimentation. Emphasizing spectral interference resolution and methodological reliability, it enables students to appreciate the criticality of spectral line selection and quality control in trace element analysis, while fostering their ability to design and implement a scientifically robust inductively coupled plasma optical emission spectrometry (ICP-OES) analytical workflow for practical applications. Teaching practice results demonstrate that employing real-life samples and addressing unexpected outcomes significantly enhance students’ engagement, while simultaneously improving their critical thinking, communication, and practical skills.
In the frontier fields of chemistry and materials science, qualitative and quantitative analytical techniques have become pivotal in propelling disciplinary advancement and elevating the caliber of scientific research and engineering practice. Instrumental analysis experiments serve as a core component in equipping students with this interdisciplinary “universal language”. However, conventional approaches predominantly focus on theoretical comprehension and rudimentary operations, creating a significant disconnect from real-world research and engineering applications, thereby limiting their effectiveness in supporting the development of practical, application-oriented talent. To address this pedagogical challenge, it is particularly important to carry out teaching reform in instrumental analysis experiments, as it serves as the key to bridging the gap between classroom instruction and real-world practice. Guided by the philosophy of “practice-oriented education”, this study introduces an open-ended, inquiry-driven instrumental analysis experiment: determination of trace elements in commercial dietary supplements. The experiment comprises three key components: guided pre-lab preparation, open discussion, and inquiry-based experimentation. Emphasizing spectral interference resolution and methodological reliability, it enables students to appreciate the criticality of spectral line selection and quality control in trace element analysis, while fostering their ability to design and implement a scientifically robust inductively coupled plasma optical emission spectrometry (ICP-OES) analytical workflow for practical applications. Teaching practice results demonstrate that employing real-life samples and addressing unexpected outcomes significantly enhance students’ engagement, while simultaneously improving their critical thinking, communication, and practical skills.
2026, 41(6): 434-440
doi: 10.12461/PKU.DXHX202503125
Abstract:
Through structural investigation of hexamethylenetetramine (C6H12N4), we developed a “tetrahedral” model for analyzing adamantane molecular structures using chemical spatial thinking. This study proposes a novel approach for examining stereoisomerism (particularly enantiomerism) in disubstituted adamantane and hexamethylenetetramine derivatives, characterized by three distinct substitution patterns: same-ring same-carbon, same-ring different-carbon, and different-ring different-carbon. Systematic analysis of disubstituted hexamethylenetetramine (C6H12N4) and adamantane (C10H16) stereostructures was conducted using this tetrahedral model. Notably, the three-dimensional tetrahedral model can be dimensionally reduced to a two-dimensional planar triangle configuration, thereby establishing an innovative methodology for stereostructural analysis of these disubstituted compounds. This approach may offer new perspectives for investigating analogous stereochemical systems.
Through structural investigation of hexamethylenetetramine (C6H12N4), we developed a “tetrahedral” model for analyzing adamantane molecular structures using chemical spatial thinking. This study proposes a novel approach for examining stereoisomerism (particularly enantiomerism) in disubstituted adamantane and hexamethylenetetramine derivatives, characterized by three distinct substitution patterns: same-ring same-carbon, same-ring different-carbon, and different-ring different-carbon. Systematic analysis of disubstituted hexamethylenetetramine (C6H12N4) and adamantane (C10H16) stereostructures was conducted using this tetrahedral model. Notably, the three-dimensional tetrahedral model can be dimensionally reduced to a two-dimensional planar triangle configuration, thereby establishing an innovative methodology for stereostructural analysis of these disubstituted compounds. This approach may offer new perspectives for investigating analogous stereochemical systems.
2026, 41(6): 441-448
doi: 10.12461/PKU.DXHX202503051
Abstract:
The concept of standard state runs through the entire teaching of chemical thermodynamics and serves as the foundation for understanding the spontaneity of chemical reactions and equilibrium states. Beginning with the definition of standard state, this paper thoroughly analyzes its application in the teaching of thermodynamic state functions and chemical potential, aiming to help students better comprehend and master the concept of standard state and its applications, thereby enhancing their scientific thinking and ability to analyze and solve practical problems.
The concept of standard state runs through the entire teaching of chemical thermodynamics and serves as the foundation for understanding the spontaneity of chemical reactions and equilibrium states. Beginning with the definition of standard state, this paper thoroughly analyzes its application in the teaching of thermodynamic state functions and chemical potential, aiming to help students better comprehend and master the concept of standard state and its applications, thereby enhancing their scientific thinking and ability to analyze and solve practical problems.
2026, 41(6): 449-456
doi: 10.12461/PKU.DXHX202504038
Abstract:
X-ray single-crystal structure analysis serves as a fundamental technique for molecular structure determination. Conventional refinement methods relying on the independent atom model fail to account for non-spherical electron density distributions in chemical bonds, resulting in substantial positional errors for hydrogen atoms. The implementation of non-spherical atomic models not only enhances refinement outcomes but also enables accurate localization of hydrogen atoms. This work presents the methodology of non-spherical structure refinement, employing the NoSpherA2 refinement tool integrated within the Olex2 platform. Through a practical demonstration using a cocrystal system, we illustrate the superior precision achieved with this approach. This case study provides chemistry students and crystallography researchers with practical guidance for implementing non-spherical refinement techniques while advancing their knowledge in quantum crystallography.
X-ray single-crystal structure analysis serves as a fundamental technique for molecular structure determination. Conventional refinement methods relying on the independent atom model fail to account for non-spherical electron density distributions in chemical bonds, resulting in substantial positional errors for hydrogen atoms. The implementation of non-spherical atomic models not only enhances refinement outcomes but also enables accurate localization of hydrogen atoms. This work presents the methodology of non-spherical structure refinement, employing the NoSpherA2 refinement tool integrated within the Olex2 platform. Through a practical demonstration using a cocrystal system, we illustrate the superior precision achieved with this approach. This case study provides chemistry students and crystallography researchers with practical guidance for implementing non-spherical refinement techniques while advancing their knowledge in quantum crystallography.
2026, 41(6): 457-466
doi: 10.12461/PKU.DXHX202504002
Abstract:
Physical chemistry experiments typically generate substantial datasets, where manual processing may introduce human errors—an issue effectively addressed by employing data processing software. Currently, multiple software options exist, each offering distinct advantages. This study examines the applications of various computational data processing tools (Excel, Origin, SPSS, MATLAB, and Python) in physical chemistry experiments, with a focus on processing data from the determination of the equilibrium ionization constant of acetic acid as a representative weak electrolyte. The functional characteristics of each software package are systematically compared, particularly regarding their capabilities in data recording, organization, analysis, curve fitting, and visualization. The results demonstrate that for experiments with moderate data volumes, Origin exhibits superior comprehensive performance in both data processing and graphical representation compared to other software, making it particularly suitable for most research tasks.
Physical chemistry experiments typically generate substantial datasets, where manual processing may introduce human errors—an issue effectively addressed by employing data processing software. Currently, multiple software options exist, each offering distinct advantages. This study examines the applications of various computational data processing tools (Excel, Origin, SPSS, MATLAB, and Python) in physical chemistry experiments, with a focus on processing data from the determination of the equilibrium ionization constant of acetic acid as a representative weak electrolyte. The functional characteristics of each software package are systematically compared, particularly regarding their capabilities in data recording, organization, analysis, curve fitting, and visualization. The results demonstrate that for experiments with moderate data volumes, Origin exhibits superior comprehensive performance in both data processing and graphical representation compared to other software, making it particularly suitable for most research tasks.
2026, 41(6): 467-476
doi: 10.12461/PKU.DXHX202503050
Abstract:
This study investigates carbocations from multiple perspectives including stability, formation kinetics, solvolysis rates, reaction mechanisms, and thermodynamic equilibria. Through literature analysis, we analyze and extend Question 9 from the 38th Chinese Chemical Olympiad (Final) and two recent college-entrance examination chemistry questions, demonstrating how carbocations can serve as an integrative theme for organic chemistry assessment and instruction.
This study investigates carbocations from multiple perspectives including stability, formation kinetics, solvolysis rates, reaction mechanisms, and thermodynamic equilibria. Through literature analysis, we analyze and extend Question 9 from the 38th Chinese Chemical Olympiad (Final) and two recent college-entrance examination chemistry questions, demonstrating how carbocations can serve as an integrative theme for organic chemistry assessment and instruction.
